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Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 29:1 (2016) ► pp.270–295

Lengua y contenido significativo para motivar al aprendiente de lengua extranjera

| Middlebury Institute of International Studies at Monterey
| Universidad de Granada

La presente investigación surge por una necesidad de índole curricular en una clase de español como lengua extranjera de una universidad estadounidense. Se propone conocer la relación entre la metodología de instrucción de lenguas basadas en contenidos o CBI “Content-Based Instruction” y las repercusiones de ésta en la motivación. El grupo objeto de estudio tomó una clase CBI cuyo diseño consistía en temas abordados por los estudiantes en sus carreras de maestría en política internacional, medio ambiente y negocios en una universidad en Estados Unidos. El grupo de control tomó una clase que siguió un formato tradicional de enseñanza con un libro de texto. El resultado de la experiencia por un lado, mostró mayor motivación en los aprendientes en el grupo experimental que en el grupo de control y por otro, evidenció la relación íntima existente entre la actitud positiva hacia el aprendizaje de la L2 con los contenidos afines al itinerario de carreras de maestría de los estudiantes. El aporte de la investigación trajo aparejado cambios a nivel curricular en las clases CBI en los niveles intermedio bajo y medio respectivamente (ACTFL, 2012)

Keywords: CBI (Content-Based Instruction), nivel universitario, estudiantes adultos, diseño curricular, motivación, identidad

Article language: Spanish

Published online: 30 August 2016
DOI logo
https://doi.org/10.1075/resla.29.1.11oli
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